Sam Adkins, Chief Researcher | Metaari
The 2019-2024 Global Game-based Learning Market
Adkins will provide key findings from the new Metaari report distributed by the Serious Play Conference called The 2019-2024 Global Game-based Learning Market. That report includes an analysis of the market in 122 countries across seven regions. He will provide five-year revenue forecasts and identify primary revenue opportunities, market catalysts, and the buying behaviors for six buying segments in each region. He will also discuss the recent worldwide boom in investment activity.
Metaari has revised our revenue forecasts for the global Game-based Learning market significantly upward from previous forecasts. This is due to the impact of major global market catalysts that are creating very favorable market conditions for suppliers. Of the seven advanced learning technology products tracked by Metaari, Game-based Learning has the highest growth rate.
Manuel Arrieta, Senior Consultant | Ens Universalis Desarrollo Integral S.C.
Designing Games for Leadership Training
This is a simulated operations line with the least stress possible. The game consists in five rounds with at least two teams, each team is formed with five participants who play five different roles every round. Two participants are Operations and they build a structure, blindfolded and only using one hand. The 3rd participant is Logistics and is the one who gives instructions to the Operations team. The 4th participant is responsible for Supply Chain and gives the team all the materials, and the last participant is Quality Control and guides the team. The structures are unknown until the roles are given.
This game gives you the opportunity to work on three very important soft skills: leadership, communications, teamwork. Allows you to become aware of your level of empathy. We have been working with this exercise in a workshop for coordinators and supervisor for three years. And the comments are very positive about the way players become more aware of the needs of the people they lead after doing this specific exercise.
Carole Bagley, President, Consultant, Team Lead | The Technology Group, Inc & Distinguished Service Professor | University of St. Thomas (UST)
Return on Investment (ROI) for Virtual Environments and Gaming
How effective are virtual and gaming environments? Do they have an impact on the user’s learning, on their job or organization and/or do they have an impact on their daily life?
The presentation will include a brief discussion of Kirkpatrick’s ROI levels 1-5 and how it is useful in the creation and evaluation of virtual gaming environments. Several virtual environments and games (Health Benefits, Pharmacy and Dentistry games for the Healthcare industry and a Tobacco prevention game for Middle school students) will be discussed and demonstrated and will describe how the evaluation results have impacted the effectiveness of the product and the user.
Participants who have conducted ROI evaluations will be asked to share their product evaluation results and how it impacted the users. Participants who are interested in conducting an ROI evaluation will be asked to provide for discussion product descriptions and what results/proof they are looking for in conducting an evaluation.
Amy Baskin, Professor of English | Florida State College at Jacksonville (FSCJ)
Games that Connect for Social, Emotional and Cognitive Wins: Circles, Props, Escapes and Rocks
Participants will enjoy first-hand experiences in gameful learning that fosters social connections while aligning with course content and/or academic success strategies. Attendees may consider the challenge level of a game (too easy, beyond their capabilities, or at an appropriate degree of difficulty) and the perspective and appreciation for the ideas of other players/students (understanding alternate interpretations) which broadens and deepens comprehension on the subject of study. By example, participants can adopt and/or adapt the games according to the needs of their own student populations and academic discipline.
Through play, educators will become students temporarily. In this role, they can judge, critique, embrace and explore how they feel and think as playful learners. This immersion will inform and guide their design thinking when brainstorming their own game-based Lessons.
My workshop will be 50% interactive (participants will play), 25% reflection (participants will consider how the activity or a version of it could be used in their teaching practice), and 25% sharing stories of how my students have made academic breakthroughs with the game-based learning.
The majority of my games will be low-tech but artistic and creative. Some of the circle games derive from the world of Theatre and can prompt insights about some educational soft skills, such as focus, communication, active listening and teamwork. Other games promote metaphorical thinking and metacognition (stick and beads). Another game will engage participants in close reading of text (rocks).
Some participants may not want to play directly, and they will take on the role of observers. After the activity, the observers will report on what they noticed in terms of social, emotional or intellectual engagement. In this way, session attendees can share their insights from subjective and objective perspectives.
Eric B. Bauman, CEO | Clinical Playground
VR for Medical and Healthcare Education: Case Review – From Development to Learning Outcomes, VR Airway Management
The entire session will be situated around the opportunity for attendees to play though the VR experience. In this way the audience will come to understand the interactive experiential potential of immersive VR learning experiences for medical and healthcare education through a review of contemporary pedagogy that supports digital and emerging technology. In addition, attendees will learn how to design outcomes-based research around VR technology through a discussion of a VR airway management protocol designed to introduce healthcare students to basic and advanced airway management. The entire session will be situated around the opportunity for attendees to play though the VR experience.
This session will provide a demonstration, review and discussion of the development of an award-winning VR airway training environment. The discussion will cover the development process, research initiative and educational outcomes related to the teaching and learning effectiveness for this VR medical and healthcare learning experience.
Jeff Berkley PhD, CEO, Chairman & Founder | Mimic Technologies
The Value of Robotics for Surgery Training
Adopting new technologies can be very disruptive to operating room efficiency. This disruption is compounded when the technology is not easily accessible outside of the operating room for training. This is certainly the case for robot assisted surgery, which is gaining significant traction as an alternative to open surgery and traditional laparoscopic surgery.
Simulation training has proven to be an effective alternative to learning “real time” on patients in the operating room. Most high-risk disciplines, such as aerospace, aviation, hazmat and military, require simulation for training and high stakes testing. However, medicine has been slow to embrace simulation in a meaningful way. Most hospitals do not enforce a structured simulation training curriculum or simulation testing for privileging and credentialing. However, the C-Suites of many hospital systems are now looking to simulation as a means of increasing OR efficiency while reducing surgical risk and costs. We therefore may be less than a decade away from a time where simulation testing will be required for surgeons as it is for pilots.
Jeff Berkley, PhD, will present on efforts by Mimic Technologies to create a common simulation training platform for surgical robots. Mimic began developing simulation for Intuitive Surgical’s da Vinci© robot in 2003 and has more recently adapted its simulation platform for use with many of the new robots pending FDA approval. Dr. Berkley will review current and future application of simulation to robot assisted surgery. The presentation will emphasize the utilization of data analytics for identifying and remediating high risk surgeons. Dr. Berkley will also discuss Mimic’s use of gamification for the purposes of encouraging surgeon engagement.
Rafael Brochado, President | Not Suspicious, LLC
Stop Obsessing over Learning Outcomes, Start Obsessing over Player Engagement
When it comes to Learning Games, “fun” is often times taken for granted – assumed to be inherently present just because of the medium. Other times, it is sacrificed in the name of more educational content and the constant bombardment of dull fun facts. This has resulted in a vast landscape of boring Learning Games that students are not organically attracted to, but nonetheless prefer to the other less engaging options of learning at their disposal (i.e. reading a textbook or listening to the teacher). The fact they prefer to break the monotony of the classroom by playing a boring Learning Game instead of reading a textbook does not necessarily mean that students have been engaged though. They just picked the lesser of many evils.
If given the chance to play a boring Learning Game vs. doing some other fun activity, students will still almost exclusively choose to do the fun activity, regardless of whether that activity has an educational component to it or not.
This session will present funding agencies and Learning Game Developers with arguments and evidence in favor of the prioritization of student engagement, student agency, fun and exposure as opposed to measurable teaching and immediate learning outcomes. A framework will be provided for maximizing a Learning Game’s impact whilst avoiding the trap of catering too much to educators, policy-makers and funding agencies (collectively known in the kid-world as “boring adults”). In short, Learning Games should cater to the player, not the curriculum.
Randy Brown, VP & Div. Manager | Virtual Heroes, Division of ARA
Expedition: Gameplay Creation Challenges for Traumatic Brain Injury (TBI) Players
The immersive PC game “Expedition” addresses cognitive challenges after TBI by improving skills that are relevant to daily life (goal maintenance, working memory, planning, long-term memory, and inhibitory control). This talk will cover the challenges of creating gameplay driven and directed by the specific issues that present challenges to a very different game player demographic and how we addressed them.
Randy Brown, VP & Div. Manager | Virtual Heroes, Division of ARA
VR-Based Multiplayer Squad / Soldier Virtual Training
Squad/Soldier training requires coordination, communication, and realism to speed learning and improve retention. This talk presents an example of networking multiplayer immersive VR learners with simulation servers to provide realistic, coordinated training environments in support of an Army call-for-fire training scenario. We will present the objectives of the program, the challenges of using this approach, and where we expect to take this capability in the future, along with a live demo.
Roberto Alvarez Bucholska, Publishing Manager, Adjunct Professor | IE University & Founder of Professor Game
Serious Games and Gamification for Short Term Engagement in Learning
This presentation will be an eye-opener for those who feel overwhelmed when they think of using gamification or serious games for a learning environment. Participants will leave with key learnings and action items accumulated in almost two decades of experience (from both success and failure) that they can apply tomorrow in their different learning environments. Insights from the application of these principles, as well as some of the pitfalls to avoid, will empower the attendees to be one step ahead when creating gamification for short term engagement in learning programs. It will be filled with different examples of interactive learning and even live simulations to demonstrate the key learnings and applications.
Gamification and serious games are often times referred to as a way to keep your users (players) engaged over the long run or at least over the medium term. This presentation will highlight how learners also receive great benefits from engaging with learning over short periods of time, in a way that allows the new information and abilities stick over the long term.
Karen Burns, Asst. Coordinator of Faculty Development | The University of Alabama
Enhancing New Employee Orientation with a Digital Scavenger Hunt
Pervasive games are a burgeoning genre in which the affordances of mobile devices are used to extend the boundaries of digital games into the real world. This game genre leverages the GPS, photo, video, and texting capabilities of smart phone devices in order to create games that require location-dependent and context-sensitive interactions between the physical and virtual environments. One particular form of pervasive games is a digital scavenger hunt.
This presentation will focus on the findings of a study in which a digital scavenger hunt was integrated into new employee orientation. The goal of the study is to determine if a digital scavenger hunt can be an effective means of enhancing the typical employee orientation by reinforcing information provided during the face-to-face sessions, introducing new information, reducing the stress new employees typically feel, and fostering employee competence. While this study is ongoing, data collection and analysis will be completed by May 2019.
This session will report on the findings of this study and include a discussion of the successes and challenges of the study. Additionally, discussion will center on potential applications of a digital scavenger hunt being used as a means of learning through discovery.
Enrique Cachafeiro, Education & Training Coordinator | Duke Health
The Amazon Sumerian Platform for Creating Interactive, Online, Multiplatform Experiences
Amazon Sumerian is a new, simple tool that you can use to design your own learning experiences and educational games. This browser based, pay as you use program was designed by Amazon to be an alternative to the Unity and Unreal game engines that has a much lower learning curve without sacrificing utility. Using visual coding and simplified menus, it makes the creation of online games, simulations and VR/AR experiences accessible to non-programmers like teachers, trainers and even students.
Let me introduce you to the platform, some of its functionality, example projects and what I have learned since I started playing with it in beta. With the ability to publish projects that will work on PCs, macs, chrome books, mobile devices, high end VR devices and even google cardboard, Amazon Sumerian has great potential for bringing customizable gamification to everyone.
The audience should come away from this presentation with enough knowledge to start their own projects in Amazon Sumerian. They should have a feel for the platform, as well as have some resources to deepen their knowledge independently. Through the presentation, the audience should see an application for the platform that fits their own needs as well as see examples of how it can be applied to training and education.
Mauricio Castro Valdez, Educator & Researcher, Specialization: Curricular Integration of Technology and Alexandra Nadeau | both Rayo Laser & Oxfam
Ninipolis: A Simulation Video Game to Understand Youth Inequality in Peru
The workshop assistants will take the place of the students and will experience first-hand the learning dynamic based on Ninipolis. In that sense, the following benefits are presented for the attendees:
- They become familiar with the process of organizing and implementing a learning session based on a serious game in the Latin American school context.
- They know different strategies to promote the learning of citizenship and the development of critical thinking using serious games.
- They know the process of designing a serious game that serves to successfully integrate scientific information into the processes of learning and formation of the citizenship of schoolchildren.
- They contrast their experience in the workshop with their own pedagogical practice and share their reflections with their peers, making possible a meaningful exchange of knowledge.
- They will learn about the conditions of inequality that exist in Peru.
Our presentation will be play-centered. We want the participants -who will be mostly non-Peruvians — to actively and exhaustively explore the inequality contexts that exist in Peru using Ninipolis, a serious digital game, and other group play dynamics. We care about integrating all the attendees and promoting the exchange of knowledge, experiences, opinions and reflections about the situation of young people in Latin America to generate learning and new attitudes.
We will use the space of the auditorium to generate an interactive and dynamic learning environment. We will take advantage of mobile technologies and work materials built by the exhibiting team to ensure that participants are immersed in the activity. The participation and interaction of the assistants will be permanent. From the beginning of the activity, the participants assume the role of an inhabitant of Ninipolis – a city that is as unequal as Peru – and leave their own identity behind to join the digital and analog simulation dynamics proposed by the exhibiting team.
The 90 minute session will be divided into 3 sections. During the first section, the participants will use their mobile devices to play Ninipolis following the guidelines and rules presented by the presenters. Later, they will inquire about the conditions and situations of their peers, who are also inhabitants of Ninipolis, testing their skills to investigate social contexts and navigate diversity. Finally, they will exchange their knowledge and elaborate reflections about their experience.
At the end, a short time will be spent asking questions and receiving feedback.
Wei Fan Chen, Executive Producer / Founder | Fourdesire, Taiwan
I’m the founder of Fourdesire. I created games include keeping people to stay hydrated (via Plant Nanny), motivating them to walk more and stay healthy (via Walkr), and helping them to keep track of the knowledge behind these healthful activities.
Our titles Plant Nanny, Walkr and Fortune City have been used by tens of millions of users globally and were covered by Washington Post, Business Insider, IGN, Polygon etc.
Mary Ann Comunale, Asst Prof, Director Center for Scientific Communications & Outreach and
Sandra Urdaneta-Hartmann, MD PhD MBA, Asst Prof, Director of Center for Business & Program Development | both from Institute for Molecular Medicine & Infectious Disease, Drexel University College of Medicine
Current Climate of Digital Game Based Learning in Higher Science Education
This session will provide an overview of the current climate of digital games used to teach life sciences in higher education in biomedical science programs (MS, PhD, and MD) and associated challenges for both students and instructors.
Recent studies have shed light on the stressful lives of graduate students. Thus, this session will include research into this cohort’s perceptions of digital game-based learning (DGBL) and requests for targeted learning technologies that support the challenges of this fast paced, competitive, and demanding environment.
Medical school curriculum often includes highly specialized courses taught by multiple instructors and this structure presents unique challenges for educators implementing DGBL. This session will include a discussion of the unique challenge of implementing a unified pedagogical approach to DGBL in the higher education setting (e.g., multiple instructors in a course, highly specialized course content, face to face vs. online format).
Adrian Cox, VP & Program Manager | JHT
Enhancing Unity-based Virtual Training Simulations Using Complex Multi-touch Interactions
The increasing prevalence and affordability of commercial Off the Shelf (COTS) touch devices such as tabletops, surfaces, tablets, and smart phones has led to their use for a wealth of applications in the classroom and workplace. This session explores the use of complex multitouch interactions in 3D virtual training environments to enhance the learning, retention, and transfer of knowledge on tasks that involve a combination of psychomotor skills and procedural knowledge.
The speaker will share the results of a Navy-sponsored research grant and a UCF between-subjects experiment that measured the training effectiveness of multitouch interaction on procedural training. The aim was to evaluate the beneﬁts of a multitouch training system that provides realistic affordances by way of physical multitouch gestures in a virtual environment.
He will discuss the evolution of a library of complex multitouch gestures, its application in the Unity game engine, and its journey to commercialization. We will look at a number of case studies where this technology has been successfully utilized for operation and maintenance training for the US Navy, US Army, and commercial medical equipment suppliers. We’ll also look at the potential future applications of this technology including VR, AR, and MR applications.
Tony Crider, Professor of Astrophysics | Elon University
INTERACTIVE DEMO: Reacting to the Past: Using Historical Roleplay to Teach Speaking and Empathy
Attendees will learn what it is like to play a Reacting to the Past game by actually playing one during the session. They will also get an overview of the game elements common in other Reacting games and see research showing the impact these games have on college students. Finally, they will be directed to websites where they can download reacting games under development and sample rubrics for assessing student performance in games.
The Reacting to the Past series of games, peer-reviewed by the Reacting Consortium and published by Norton, have college students play historical characters debating topics and writing letters at a particular time and place in the past.
In this workshop session, up to 30 attendees will play a short Reacting game tutorial (e.g. The Pluto Debate, Athens Besieged, Bomb the Church), with each person being assigned a role. The session will start with a short (~15 minute) introduction to reacting games, followed by an hour of gameplay. The final 15 minutes will be reserved for questions the attendees have about the curriculum.
Tony Crider, Professor of Astrophysics | Elon University
Assessing Experiential Learning: Epic Finales and Roleplaying Rubrics
The Reacting to the Past curriculum for higher education offers many games that are ready for adoption “as-is” into many different types of college classes.
The rubrics and grading methods are templates that are easily ported. The more creative examples of roleplay (e.g. the Epic Finales from a class about extraterrestrials) are meant to be more inspirational than directly adoptable.
As educators adopt more engaged teaching practices, multiple-choice and essay exams become increasingly incapable of capturing and reflecting student learning. In this talk, we will highlight engaged role-playing and experiential approaches, including Reacting to the Past games, Cultures of the Imagination, and selections from Anthony Weston’s book, Teaching as the Art of Staging.
We’ll also look at examples of the implementation of these in a variety of classes ranging from first-year seminars to astrophysics. We will then review rubrics and guidelines on how to assess student learning during these activities and at the end of the semester with Epic Finales.
Catherine Croft, Co-Founder, Chief Executive Officer | Catlilli Games
WORKSHOP: Learning Through Play: STEM Games in the Classroom
Attendees will understand how STEM games can be used in K-12 classroom settings. They will learn about an overview of games on the market, from elementary school through high school. They will then learn how to design simple games that can be used to convey a key STEM concept within one class period. By the end of the workshop attendees will have collaborated to produce paper prototypes of such games.
We hope to host these files as free online print-and-play games for teachers, as a service to the community.
I will lead attendees in a game design workshop for STEM games in K-12 education. After providing an overview of such games, we will play a sample of existing games on the market from a variety of companies. Then each table will brainstorm ideas based on age, subject matter, and game mechanics. They will produce paper prototypes by the end of the workshop, which they will present to the other members. Hopefully, if it’s possible, we/SPC could host these files as free online print-and-play games for teachers as a service to the community.
Christopher Crowell, Founder | Crowell Interactive Inc
Make a Game WORKSHOP
Class size Limited. Requires Sign-up at Registration
In this workshop Chris will take self-formed teams of educators through his proven process of making a game from a curriculum concept of their choice. As the teams collaboratively create a new game prototype, lively discussion during each development stage will inform decisions about resources, game design and player experience, providing an understanding of the framework. As an outcome, educators will have experiential learning about creating an experiential learning experience, it’s like some kind of “Experience-ception”! They also come away with an ‘ugly paper prototype’ that they can take back to their classrooms for further development.
- Ugly playable game prototype that can be taken back to classroom for further development.
- Understanding of, and experience with, a proven process of developing a concept into a game.
- Confidence to personally develop, or lead students in developing, educational games that are engaging and effective.
- Knowledge that games are not only fun to play, they are fun to create!
Paul Cummings, VP Innovation & Technology | Engineering and Computer Simulations
Gaming for the Future Solider, Marksman to Medic
The audience will learn how, by using new learning strategies as well as AI/Big data strategies, we are changing the way games are being used in the DoD.
I will be providing videos and demonstrations of multiple programs.
Randall Deich, STEM Coordinator | Lauderhill 6-12 School Board of Broward County
Games, Social Impact, and Student Outcomes
Developing games and web applications for social impact moves students from drills and assignments to authentic experiences that has led to community partnerships, internships, and employment opportunities.
Lauderhill 6-12, a Title 1 combo school in Broward County is where students develop online tools and games that address relevant needs of neighborhood families and the local community. Student motivation, excitement, and engagement have improved knowing that their original ideas can help others and with investor support original ideas can come to fruition. Student work has been recognized by Entertainment Software Association (ESA), Oracle Technologies, and the Greater Fort Lauderdale Alliance.
Participants will hear and take away strategies on how to reduce obstacles, pilot programs, and build relationships in order to create a culture of creating through computer science. Participants will hear and take away strategies on how to take advantage of community resources, national events, non-profits and pipe them through a sieve of student interest and game development that results in a culture of games, apps, fun, and learning.
Teaching in a Title 1 school has plenty of challenges for students and educators. The lives of our students address a glut of issues a lot more pressing than homework assignments; they have a lot more on their mind than common core standards. Having worked in Title 1 schools during my 26 years as an educator I believe in the power of creating and critical thinking through games, mobile apps, and web applications. By enabling and empowering students, I have been able to see the increase of motivation, engagement, and attendance. While this experience does not remove the weight of home issues, it does provide a source of ownership, accomplishment, and community. Participants will hear and take away strategies on how to reduce obstacles, pilot programs, and build relationships in order to create a culture of creating through computer science. Participants will hear and take away strategies on how to take advantage of community resources, national events, non-profits and pipe them through a sieve of student interest and game development that results in a culture of games, apps, fun, and learning.
Ann DeMarle, Professor, Director of the Emergent Media Center | Champlain College
BREAKAWAY: Combating Gender-based Violence through Student Created Games
Attendees will learn: how to structure partnerships with higher education; how the Sabido methodology and character archetypes were employed to a mobile format; how the mobile touch interface changed the mini-game mechanics; key lessons learned for development continuity across several college semesters and shifts in team personnel; and how student engagement and learning are crucial parts of a successful development process. This is the story of how we persevered and adapted the game with a message ever more relevant in the era of #MeToo.
In 2010, college students at the Emergent Media Center (EMC) at Champlain College partnered with the United Nations Population Fund to create BREAKAWAY, an online game addressing gender-based violence. Research conducted in a series of facilitated youth camp models in Palestine and El Salvador from 2012-2014 highlighted its effectiveness at producing positive change in youth participants. The game was a finalist in the 2016 Womanity Award for the Prevention of Violence Against Women.
In 2016, students recognized the need to reach wider audiences and address changing play and game technologies. Thus began development of BREAKAWAY: mobile, completed in 2018. It recently was employed in migrant camps in Rwanda. Like the original, it is a soccer-themed game that addresses VAWG by encouraging reflection, positive attitudes, and behavior change in youth.
This presentation will include a brief demo of the game. It will examine the challenges of student led development for international audiences including: maintaining the integrity and impact of the original online version while updating and adapting it to a mobile format; opportunities for streamlining the narrative for a new generation; improving mini-game play; emboldening student experience; and how to partner with academia.
Lisa Dieker, Pegasus Professor & Lockheed Martin Eminent Scholar and
Charles Hughes, Professor, Director of Synthetic Reality Laboratory / Media Convergence Laboratory, School of Visual Arts & Design | both University of Central Florida
TeachLivE: Using Simulation to Teach Anything – Hospitality, Management or Teachers
Come play, learn, and listen to past and current research in simulation and training in teacher preparation and multiple fields across higher education. We will explain our road in developing an immersive experience while sharing results on the state of simulation in various forms to impact teaching and learning. Be ready to learn, plan and engage in an engaging experience.
Participants will leave with a clear understanding of the power of the use of simulation in supporting stronger human interaction. They also will gain an understanding of the power of a tool that can change behaviors in as little as four, 10-minute sessions. Participants will have a chance to think about areas of human interaction they would impact in their role in work, school, or life using simulation from low-tech to high-tech processes. Finally, participants will leave seeing the power of simulation (role playing, standardized patient, fully immersive simulators), a serious game designed for learning and shaping behaviors.
Ronald Dyer, Senior University Teacher (Executive Education) | University of Sheffield, United Kingdom
Lessons Learnt from Serious Play for Deeper Learning
The talk will focus on examination of the use of a serious game to improve theoretical concept reinforcement through practice in the domain of project risk management.
Participants takeaways are as follows:
- Understand the role of games as a tool for deep learning (i.e. constructive alignment) & reinforcement.
- Identify potential best practices associated with the use of game-based learning / serious game approaches that work / don’t work.
- Understand how to map/measure game experiences as it relates to learning
- Learn some key tips/tricks associated with designing serious game experiences within Higher Education/Training & Development environments.
Samer Forzley, CEO | Simutech Multimedia
Digitally Developing the Next Generation of Manufacturers with Gamification and 3D Simulation
Factories are becoming smarter and plants are increasingly employing advanced automation to digitally transform their operations. However, this evolution has caused a gap in available workers to fill the jobs needed. At the same time, Baby Boomers, who staffed the manufacturing workforce for generations, are retiring in droves and taking with them vital institutional knowledge. Welcome to the double skills gap. In addition, Gen Zers will soon be working at a factory near you. They are different from every other generation before them. The skills chasm between them and the retiring Boomers is extreme. If you have not figured out the Millennials yet, time to cut bait and focus on this crew. They are determined and eager to learn, except they work and learn differently. From emojis to VR, this new generation of employees is ready to disrupt the work place.
Attendees will learn about the double skills gap in manufacturing, why it is happening and what they can do about it. Attendees will learn why they should consider transforming how they hire, train and keep their workers by using digital tools, such as 3D simulation and gamification. Attendees will learn that workforce development of the new generation requires a cultural shift and not just new tools.
The speaker will do an interactive presentation using people’s phones as well as a demo of the 3D simulation.
Michael Freeman, Assoc Prof. | Department of Defense Analysis, Naval Postgraduate School, Monterey
If You Build it, They May Not Come: Hard Lessons about Game Design, Development and Facilitation
What happens when a player hacks your game in the middle of play? Or when the developer goes off the rails from your design? Or when you are asked to deliver an online game in a bunker with no connectivity? Or the first iteration of your game isn’t fun or playable and doesn’t teach anything? As the saying goes, “failure is the best teacher” and we have experienced our share of failures, learning from all of them to improve our games.
Within the world of creating games, we have played many roles, as: funders, designers, developers, subject matter experts, facilitators, and users. As funders, we will address the importance of working within different financial constraints. As designers and developers, we will discuss the significance of constant communication and how making assumptions can often lead to major disappointment. As SMEs and facilitators, we will delve into the need for always preparing for the worst, while being flexible and adaptive. Lastly, as the user we will talk about the resistance we have faced with our games and how we have often, but not always, won over our audience. These multiple roles have given us the experiences, both good and bad, that are worth sharing with others. In our session, we will describe several “failures” as well as the hard lessons learned as we operated in each of these roles. Our successes wouldn’t have been possible without these failures.
Andrew Gassen, CEO | Pivotal Software
0 for 3: Edtech Startup Lessons Learned
I’ve been a part of 3 different education technology companies, all focused on the K-12 market. Each of these companies failed, but each for different reasons and in spectacularly different ways. This talk is a bit of a public post-mortem that focuses on 3 key lessons from each company, including a brief discussion on how we might have done things a different way if I knew then what I know now.
Dennis Glenn, MFA, Adjunct Professor| DePaul University Graduate School for New Learning / President | Dennis Glenn LLC
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented reality (AR) has the potential to revolutionize training and assessment. This technology innovation superimposes computer-generated sensory input such as sound, video, graphics or GPS data onto a live or indirect view of a physical, real-world environment. The increasing need to scale education-based interactive learning to larger audiences thus mitigating the larger development costs, is where AR has a few potential revolutionary and disruption attributes that must be considered.
- Assessment needs to be done rigorously and methodologically, and AR technologies can provide multiple avenues to achieve this goal. Recall of knowledge is no longer a viable method to provide accurate validation of mastery. In order to assess competency, we need to understand what the learner needs to know and be able to do and then demonstrate their ability to perform these tasks. We will offer multiple solutions to this disruptor.
- Privacy and security of the data con be compromised using AR technologies. A few of the risks to be discussed are identity theft, invasion of privacy, and unequal access, thus increasing the inequality divide. We will lead a discussion of the avenues to reduce these risks.
- On the positive side we offer a number of effective solutions that lead to the demonstration of mastery. Using AR technology to disseminate education is a way to teach thousands of users across the globe while eliminating barriers to access, reducing costs, and ensuring consistency in quality and delivery.
Mechel Glass, Financial Education Program Analyst | US Consumer Financial Protection Bureau (CFPB)
WORKSHOP: Using Gamification Techniques to Make Financial Education Engaging for Servicemembers
During this workshop, you will learn how the Bureau uses gamification to make our financial education program Misadventures in Money Management (MiMM) engaging for servicemembers. Attendees will play some of the character missions and will use their smartphone to vote on the best course of action for the characters. The MiMM program is a cutting edge, graphic novel meets choose your own adventure training that engages servicemembers with real life financial choices in a fun and interactive manner. Demonstrating the program live in an interactive group setting is a great way for us to showcase how the program works, allows the audience to play the adventure and engage with it immediately. We will show audience members how they can incorporate some of the same gamification techniques into their own learning programs. We will also provide free access to our program for those in attendance.
The Misadventures in Money Management (MiMM) education program was built to improve the financial knowledge of young servicemembers by providing “just enough, just in time” education. The content is focused on consumer financial protection topics that will be of most concern to them when they enter the Service, and very early in their military service. During this training session, you will use your expertise to save the world from an alien invasion, prevent a zombie apocalypse, and travel back in time to help a young servicemember make better financial decisions to save their military career.
This is an interactive workshop; therefore, bring your smartphone so you can participate in helping these servicemembers make the best financial decision while saving the world. You will leave the session understanding why the Bureau created the MiMM program, the importance of financial readiness to newest military personnel, how we use gamification techniques in the development of the program, and how we incorporate user feedback as we expand the program. All attendees will receive a copy of the Misadventures in Money Management comic book and free access to the MiMM program will be provided to those in attendance.
Lorin Grieve, GameMaster, Instructor and
Ravi Patel, PharmD, Innovation Advisor | both School of Pharmacy, University of Pittsburgh
Learning from Iteration of a Serious Game for Drug Development
Drug Discovery and Development is complicated process. The work and the money invested in the process is easy to miss when delivered via traditional didactic means. This prompted the creation of RxPedition, is a serious game designed to teach pharmacy students about the process of bringing a drug candidate to market through company formations, clinical trial simulation, organic controversy management, and a mock Food and Drug Administration board.
Come learn how, through multiple iterations of this serious game, to address student games of “academic chicken,” incorporating 21st Century Skills (creativity, communication, collaboration, critical thinking), and challenges with assessment methods for serious games.
Anders Gronstedt, President | Gronstedt Group
How Virtual Reality and Gamification Disrupt Learning
The holodeck is finally here. Inexpensive consumer devices and license-free game engines make it affordable to deploy engaging virtual reality learning solutions at every point of need. This presentation will inspire insights as you consider how to integrate virtual reality – “the ultimate learning machine” – and gamified learning into your organization.
Industry-leaders like pharma leader Novartis are already using advanced VR to develop learning simulators modeled on the flight simulator, which has (up until now, anyway) been the gold standard for skill-based learning. Novartis team members don the VR headset, grab the hand controllers, and step into a hyper-realistic virtual reality manufacturing facility to practice life-saving procedures. They are trained like the famed Captain Sully, who landed his disabled airliner on the Hudson River, saving scores of lives. The research is conclusive: Repeated actions in virtual reality alter neural wiring, in turn improving real world performance.
At the other end of the immersive learning spectrum is mobile gaming. Get the inside scoop on how the mobile “Spark City” game teaches Walmart associates to run their departments like small businesses. By tapping into the exploding popularity of console-quality 3D games for the mobile handset, such mobile games maximize “reps and sets” of skill practice.
The session will inspire participants with examples from industry leaders like Walmart, KPMG, and Novartis who are ushering in a new era of experiential and visceral learning. Bring your question as we discuss the future of learning.
Peter Guenther, Senior Software Developer | Torrance Learning
Tracking Learning Experiences: xAPI and Serious Games
How does xAPI provide insights into player experiences and learning within serious games? In this workshop, we’ll take a deep look at that. After an introduction to xAPI, participants will play a web-based game, take a quiz, and generate additional data by using a web tool, then we’ll dive into the data generated. In the Learning Record Store (LRS), we’ll look at the raw data generated, then we’ll frame questions we have about these experiences and their relationships. We’ll use analytic and visualization tools within the LRS to answer these questions, and we’ll compare tools in two different LRS’s. The focus of this session will be on strategy and analyis, not technical details of sending xAPI data, but sample code will be available.
The Workshop will have 3 parts:
- Quick introduction to xAPI (lecture format).
- Attendees generate their own xAPI data through playing a game, taking a quiz, and using a web tool.
- We’ll take a look at the data generated in the Learning Record Store in an interactive way–we’ll come up with questions and answers on the data set together.
Steve Guynup, Director | Hayfield Isovista
VR Museums, Art Galleries & Educational Spaces
This talk offers a deep understanding of virtual reality and the possibilities for innovative design. Attendees will see some of the most creative virtual galleries and museums ever made – Virtual Guggenheim, RMB City, Alternate Fabrique, and more). To appreciate these works, concepts of game design and lessons from early cinema are applied. Virtual reality is a vast domain. It’s more than a mirror of physical reality. Attendees will gain a conceptual framework to understand this new emerging field.
Instead of 2D slides, I’ll share my multi-user, online VR Classroom on the projected screen. There will be a small VR audience in the world with me as I present slides, objects, and worlds within my classroom. Guests who install VRChat (free) or friends of the conference you can’t come physically can come online to this presentation. Additionally, it’s possible to live stream video into VR world. While I’m still exploring this – it may be possible to show the Plenary and other Panels live in VR.
Maria Harrington, Asst Prof | University of Central Florida
AR, VR, and MR Virtual Nature Models Ideal for Learning In and Out of School
The audience will learn about these resources, how to access them, how to use them. Both websites have AR and VR ready models of flowers and plants for use with AR and VR ready smartphones, easily used in Google Cardboard headsets for inexpensive immersive experiences ideal for schools. The VR models require VR ready PCs and headsets for use, so if schools have such equipment, they too will be able to integrate such media into their curriculum.
AR and VR models of Virtual Nature for use in K-12 informal learning activities will be used. The immersive AR Perpetual Garden was developed to annotate the Carnegie Museum of Natural History’s dioramas and gardens to bring learning to all visitors, inside or outside the museum. The app is available for download from the Apple iTunes and Google Play stores, under the Carnegie brand and is ready for use in schools and at home. The complementary website, The Virtual Garden Timeline is also ready for use in learning. The VR model of The Virtual UCF Arboretum was developed as an immersive data visualization of the real UCF Arboretum and it is integrated with the complementary website, currently published on PBS Learning Media, under the same title, and is also available for use in schools or at home for learning and educational experiences.
The Virtual UCF Arboretum website plant atlas:
Available from UCF: https://arboretum.ucf.edu/virtual/
Published on PBS Learning Media with educational standards: https://www.pbslearningmedia.org/resource/virtual-ucf-arboretum/virtual-ucf-arboretum/?fbclid=IwAR3Sur3GVnALQadQY1SLAOCrIIvxdMGBceGPcEOWG5nKjz8BzBI_Txa1oW4
The Virtual UCF Arboretum VR model
Contact me: email@example.com
The AR Perpetual Garden:
Apple iTunes: https://itunes.apple.com/us/app/ar-perpetual-garden/id1438086490?mt=8
The Virtual Garden Timeline
For More Info Contact:
Kevin Holloway, Director, Training and Education |Center for Deployment Psychology (CDP) / Uniformed Services University for the Health Sciences (USUHS)
Augmenting Behavioral Health Provider Training in Second Life
Distributed learning refers to learning not limited by time or geographic location. In regard to training in Evidence Based Psychotherapies (EBPs), this allows behavioral health providers flexibility to build their knowledge and skills when their schedule permits and without travel. Further, structured reinforcement of learned material subsequent to an EBP workshop has been demonstrated to improve both self-reported learning and implementation of skills (Bennett-Levy & Padesky, 2014).
We will review the use of an asynchronous distributed learning model, specifically immersive virtual world experiences as an extension of multiday workshop training in Prolonged Exposure, Cognitive Processing Therapy, or Cognitive Behavioral Therapy for Insomnia. CDP developed two interactive environments for providers to explore at their own pace: CDP’s PTSD Learning Center and the Snoozeum. Both interactive learning environments are available in Second Life.
After integrating a tour of the virtual world experiences into workshops, civilian providers working with military-connected patients across diverse U.S. locations shared qualitative feedback that these learning environments are highly engaging and useful for reinforcing skills learned in training workshops. We will conduct a live demonstration of these virtual environments to provide firsthand experience to attendees, then discuss benefits, challenges and feasibility of this asynchronous, innovative method of enhanced training.
Steve Isaacs, Teacher, Game Design & Development / Advisor, Game Club & esports team | William Annin Middle School, Bernards Twp PS with Carrie Linden, Chris Haskell, Justin Satter, Topher Jaims, all running esports programs in their respective schools and colleges
esportsedu: Growing the K-12 to Higher Ed esports Community
esports is here! The Industry is huge and only growing. Opportunities in esports include competitive gaming, team branding, shoutcasting (commentating), streaming, and so much more. The 2018 League of Legends final had greater viewership than the Super Bowl, the 7th game of the NBA finals, and the clinching game of the World Series. People are filling stadiums and watching from home to follow their favorite teams and players. Colleges are offering scholarships and programs are growing in middle and high school.
This panel will look at how the esportsedu community allows educators to connect and share best practices to help the esports in schools movement grow and flourish.
Steve Isaacs, Teacher, Game Design & Development | insight2execution.com
MS Makecode Arcade and Coding Retro Games
Students will learn about game design and how to use block-based coding to create simple retro style games. Game design and coding principles will be explored as participants create games, test peer games, and iterate on their design as part of the process. Attendees will leave equipped to teach an introduction to game design course or unit to students.
Dov Jacobson, CEO | Games that Work
Win the Boss Fight: Getting Management Support for Your Serious Game
The toughest level of your game is getting it to greenlight. You might emphasize modest goals (“It’s only an experiment.”) But thinking small can be a losing strategy.
We’ll review a few recent case histories of bottom-up game projects that began with limited goals and limited support. Strategic thinking revealed how the game could advance larger corporate objectives, and earn more enthusiasm.
Then let’s discuss your project: How will you win your boss fight?
Elizabeth James, PhD, Deputy Chief Learning Officer | VHA Employee Education System, U.S. Dept of Veteran Affairs
Breaking New Ground at the VHA Using Game Based Learning
Introducing game-based learning into a large bureaucracy like the Veterans Health Administration with its established IT infrastructure, large and diverse training audience, busy clinicians and serious day job has been a challenge. The effort started over five years ago and has recently seen a resurgence in interest and new projects, thanks to changes in how games work in browsers and other new technology. This discussion will provide lessons learned from overcoming the challenges and the VHA’s perspective on introducing innovative learning technology to a large corporate organization. Along with discussing best practices, the presentation will include a review of the successful and not so successful games that the VHA has produced and posit the reasons for each. As a bonus, we’ll announce a potentially new and exciting Virtual Reality collaborative project – the Delirium Experience.
Garth Jensen, Director for Innovation | Carderock Division, Naval Surface Warfare Center, US Navy
Discover and explore Complexity science with Garth Jensen from the Department of The Navy.
Complexity Science is a field focused on studying how the network of relationships among the elements of a system influence the behavior of those elements, the system itself, and the surrounding ecosystem. These behaviors cannot be discerned by studying the elements separately, regardless of how detailed that study might be.
The Navy, DoD, and the Federal Government are complex systems, and they deal with complex problems every day. Yet, there is little awareness and understanding of Complexity, and how that science might be brought to bear on our organizational designs, issues, plans, operations, policies, and practices. This lack of understanding has a profound effect on our organizational agility and our ability to keep pace in a rapidly changing world.
This session will:
- Provide an overview of Complexity science.
- Provide ways of thinking intuitively about Complexity and how to recognize it in real life.
- Show how “Serious Play” fits into a world of increasing Complexity.
George Kalmpourtzis, Principal Designer | Infinitivity Design Labs, France
Facing Educational Game Design Challenges through User Experience Research Tools
Designing educational games can be challenging. As a multidisciplinary process, experts from different backgrounds, and in several cases with different priorities and perspectives, are brought together and asked to come up with intrinsically motivating learning experiences through play.
This talk will focus on challenges of educational game design teams. It will then present tools aiming to address those challenges, based on practices from the user experience field, like user journey maps, personas and ideation sessions. Attendees will leave the talk being more aware about challenges related to setting up educational game design processes and having a new stash of design tools that will help them and their teams align their vision, facilitate discussion and co-create towards common goals.
General Frank Kelly | Defense Acquisition Univ
Panel: The Future of Training in the Military
Martin Kelly | Florida Virtual School
Paula Kelly, Director of Integrated Training | NExT, a Schlumberger company
Gamification of New Hire Program Meets Expectations, Behaviors of Millennials
Gamification of the new hire program has enabled Schlumberger to meet the challenges faced by new expectations and behaviors of the millennial workforce. At the heart of this program is an engaging online business simulation, which submerges teams into the the reality and dynamics of the oil and gas business, whilst practicing essential soft skills needed for a corporate environment. This presentation reflects on why new ways in training are necessary and how the application of gamification mechanics and theory enables reduced time to autonomy; a broader understanding of the business; and participants’ reflection on how their roles will contribute to the success of the company. Rather than boring trainees through PowerPoint, gamification in on-boarding can act as the perfect platform for launching graduate careers with enthusiasm and confidence, knowing that their new way of working is already being adopted.
Jim Kiggens, Director, Engaged Learning Technologies | Adtalem Global Education
Immersive Learning Experience Design (ILXD)
Since March, 2016, the Engaged Learning Technologies (ELT) team in the Innovation Center of Excellence at Adtalem Global Education has been using the ILXD model to develop immersive learning experiences (VR/AI) for the 225,000+ learners in Adtalem’s eight institutions of higher education and professional education across the globe.
The ILXD model incorporates tools to leverage VR/AI to improve flow and foster empathy, methods to promote sensemaking and constructivism, and analytic processes for measuring learning outcomes.
The ILXD design model can be used immediately by experienced developers improve learning outcomes in VR/AI, while providing a framework that novice developers can use to inform and structure their research and training to improve their skills and literacy regarding immersive learning.
Workshop attendees receive access to a dedicated VR/AI experience that demonstrates each of the tools and processes in the model. Additionally, attendees also receive access to an online course that provides additional resources, references, and connects developers in a learning community regarding the model.
The workshop is Intended for key stakeholders in designing and developing immersive learning for higher education. Previous experience with VR/AI is not required, but experience in learning design and delivery is strongly recommended.
In this workshop, attendees experience using the Immersive Learning Experience Design (ILXD) design model first-hand by playing the “ILXD Alchemy” board game that was developed to introduce the model in a conference setting and timeframe.
Keith Lillico, Owner | Lillico Learning
The Untold Story of Stress and Learning
Stress is often considered one of the most controversial game mechanics. Depending on who you ask it may even be deadly. But what would happen if you changed your point of view on stress and leveraged it to increase retention? The truth is that stress is a critical element of the learning process but is often avoided. This session will cover what role stress plays in the learning process as well as techniques that designers and teachers can use to change their view on stress and help their learners change their opinions on stress.
Dan Lim, Vice President of Educational Technology & Innovation | AdventHealth University of Health Sciences
Experience Reality Before It Happens: Research and Development of Immersive 360VR Using the Oculus System
Using the Oculus system, AdventHealth University is developing a new modality for education, training, and affective modeling in the Healthcare education and practice. “Experiencing Reality Before It Happens” is a conceptual framework behind our healthcare VR projects immersing our graduate caregivers experientially and sensitizing them with empathy before they begin their clinical practice. Examples will be shared from the current Healthcare VR projects, including Immersive OR Orientation at 10 hospitals, Pyxis Medication Dispensing VR Game, Hospital Shadowing Immersive Empathy Modeling, Anatomy VR Portable Lab (supplementing Cadaver Lab), Pilot VR Training for Autism, and collaborative work with Stanford University’s Stanford Virtual Heart.
Richard Lowenthal, Managing Partner | The Game Agency, LLC
WORKSHOP: Creating Engaging Employee Training Games to Drive Better Business Results
Attendees will have learned how to align the right game mechanics with their learning / performance objectives and have a take-away, one-page worksheet.
All attendees will gain first-hand experience creating their own training game (using The Training Arcade authoring tool) and will be able to bring their game back to the office for employee use.
This workshop will showcase best practices in creating training games to enhance e-learning and instructor-led training for new employee on-boarding, product training, sales training, and compliance training. Data on a variety of industry case studies and testimonials will be presented that demonstrate the effectiveness of game-based learning for healthcare companies. Attendees will create their own games during this session, play games together, and compete for prizes.
David Ma Wei, Partner | Simu4wisdom Learning Consultants & Co, China
Using Board Games to Build Executives’ Personal and Company Engagement
Learn how to gather information about how your employees are feeling, changes needed, illustrate it on the holistic big picture, thorough board games used in China.
Develop the scenarios and interactive learning process to drive behaviors and mindset change.
Experience the tailor-making strategy engagement map we have developed.
Explore how to build up an individual’s own strategy engagement map
See how we use prototyping and present to others via Lego Serious Play
Marc-André Maheu-Cadotte, PhD Candidate, Research Assistant | University of Montreal, Montreal Heart Institute, CHUM Research Center
Differentiating Serious Games from Virtual Simulations in Healthcare Education
Serious games (SG) and virtual simulations (VS) are digital training methods that have emerged during the last decade in healthcare education. Both training methods involve immersive visual presentations and high levels of interactivity. However, components that distinguish SG from VS are not clearly defined. In fact, a recent systematic review showed that most SG were based on theoretical underpinnings from the VS literature, while only 10% of SG were based on gaming theories. To identify characteristic components of SG in healthcare education, we reviewed definitions and conceptual models of SG from the gaming literature. We identified characteristic components of SG and processes by which they are expected to induce learning. This presentation will summarize the results from this review and clarify theoretical underpinnings of SG.
This presentation will provide guidance and practical advice to SG developers, and conceptual clarity for both educators and researchers interested in teaching with SGs.
Co-authors of this presentation (not co-presenters):
Sylvie Cossette, RN, PhD
University of Montreal, Montreal Heart Institute Research Center
Véronique Dubé, RN, PhD
University of Montreal, CHUM Research Center
Guillaume Fontaine, RN, MSc, PhD(c)
University of Montreal, Montreal Heart Institute Research Center
Marie-France Deschênes, RN, MSc, PhD(c)
University of Montreal, Center for Innovation in Nursing Education
Tanya Mailhot, RN, PhD
Bouvé College of Health Sciences, Montreal Heart Institute Research Center
Patrick Lavoie, RN, PhD
University of Montreal, Montreal Heart Institute Research Center, Center for Innovation in Nursing Education
Jenn McNamara, Vice President | BreakAway Games
PANEL: Applications for Games in Healthcare
Jenn McNamara and Doug Whatley | BreakAway Games
Hap Aziz | AdventHealth
Aaron Silvers and Elsevier Peter Smith | UCF
Discussion of the best uses and types of games for various healthcare applications
Ahmed Morsy, Educational Consultant | Meem Ain for Education, Saudi Arabia
WORKSHOP: Improving Teaching and Learning Activities in Educational Games using Artificial Intelligence
Our audience will get practical insights, tips and best practices on how to use Artificial Intelligence (AI) in educational games to support both teaching/learning activities.
Also, our audience will be able to identify the challenges that they might encounter while integrating AI into their games and get ideas on how to overcome them through interactive group activities.
The audience will have the chance to play an AI game and get more insights about the role of AI in line with game mechanics and elements. In addition, they will be able to work on groups to develop ideas that employ AI as an essential component in their games.
Benjamin L. Noel, Executive Director | Florida Interactive Entertainment Academy (FIEA), University of Central Florida
How Video Game Education Created a Village in Florida (Higher Education)
In this session, Ben will discuss:
- Economic opportunity for Florida
- How Government partnered with Industry
- How Education provided the long-term investment to drive an industry
Valary Oleinik, Project Manager | Weil, Gotshal & Manges, LLP
WORKSHOP: 4 Cs to an A+ Learning Experience: A Design Sprint
By working within time and resource constraints, people are put into a situation in which overthinking isn’t possible. Given a clear goal, participants will be amazed at how much can get done when they work together in a hyper-focused environment. The sprint also really focuses on creativity and getting people to experiment. Creativity is cited as a key soft skill needed by employers, and yet many people feel a lack of creative confidence.
The entire workshop is interactive and gamified. After being given the necessary background information about the scenario they will be addressing and the limitations they must work within, groups will spend time designing, getting feedback, and iterating. The name of the session comes from the fact that each team has a set of concept cards with words starting with the letter C, such as: Collaboration, Currency, Choice, Challenge, and Characters. At the end of the design period, each group will present their proposals, and everyone will vote to select the best option.
Participants will receive copies of all materials used with in the sprint, the case study, and other relevant handouts and resources. Among the handouts is the framework used for the design sprint which they can repurpose for other design projects or use as the basis of running their own version of the sprint. The framework is one I created called the GAME Plan, which can be used for designing any type of gamified learning experience. While not a linear plan, GAME stands for Goals, Audience, Mechanics, and Experience. In this framework, Mechanics encompasses all of the moving parts of the program including the content, media, activities, and ‘gameful’ elements and how they are put together to best serve the Audience in pursuit of the Goals.
Katie Pawloski, Professor| Utica College – ABSN Program and
Heather Frenz | Albany Medical Center
Developing and Integrating Interprofessional Education and Simulation in Medical and Nursing Curriculum
This presentation will discuss the importance of Interprofessional education, methods of integrating it and stories from lived experience. The focus will be on the development, integration and continued enhancement of interprofessional simulations. Models and methods used, collaborating scheduling and creative ways to enhance collaboration with cost saving strategies and ways of building relationships interprofessional relationships.
Katie Pawloski, Professor
Dr. Pasquale Iemma, Adjunct Lecturer
Kellany Cadogan Noland, DrPH(c), MSN, RN
Marie L. Lumbart, MSN, ARNP-C, FNP, CCRN | all Utica College – ABSN Program
and Wendy Moore | Orbis Education
TEAM PRESENTATION: Creating a Low Cost Obstetric Clinical Immersion Simulation for Medical and Nursing Students (Double Session)
This presentation is designed to provide application level exposure to essential perinatal concepts that are often not available through traditional clinical exposure. The session features two phases of activities used in student training.
Focused contextualized skill stations utilizing leading-edge simulation skills using state-of-the-art computerized manikins (Human Patient Simulators, or HPS) and patient actors, also known as standardized patients (SP).
Students are exposed to a multistage unfolding patient care simulation that required application of the phase one skills within the evolving scenario.
Jonathan Peters, Chief Motivation Officer | Sententia Gamification
Mechanics and the Motivators: A Deliberate Approach to Gamifying Experiences
When it comes to creating gamified or game-based learning experiences, most practitioners throw game mechanics at a program without a methodology or rational strategy. They assume that what is fun for them will be fun for their participants. The result is hit-or-miss. When budgets and time are in short supply, organizations cannot afford such approach.
This session outlines a practical approach to determining which game mechanics will motivate a targeted audience. You learn how an empirically based taxonomy of core human desires predicts what will be “fun” for specific participants, why some people like competition while others prefer quiet concentration, and still others enjoy letting it all ride on red.
Now, instead of trying to force everyone to play, you create experiences they want to engage with.
Participants will draw motivator cards and match game mechanics to them. They will then create a persona for their program and associate at least three motivators with their persona. They will then anticipate which game mechanics they should use in their program to attract their persona.
John Poniske, Retired High School Sociology Teacher & Table Top Game Designer| Indulgent Wife Enterprises
Table Top Gaming – The Most Under-Rated Teacher Resource
Attendees will be invited to participate in a hand’s on demonstration of simple games that immediately involve reclusive & disruptive students. Attendees will learn the difference between simple entertainment and the advancement of student knowledge and goals through gaming. Attendees will be exposed to the vast panoply of historical, mathematical & scientific gaming – simple and complex. Attendees will be invited to form their own game clubs in or out of school and given simple instruction in how to do so. Overall, attendees will be enthusiastically invited to understand the wonderful learning environment that table-top gaming can provide.
James Portnow, Creative Director | Rainmaker Games
A Promise to Future Generations: Making Learning Fun
In this talk attendees will learn easily applicable techniques for taking their already existing curricula and making it more engaging.
Over the last 100 years, in creating films, television and games, we’ve poured billions of dollars into understanding what keeps a human being engaged. It’s time we use that for something more than killing the hours between work and sleep.
In this talk, veteran game designer and writer of the You Tube show Extra Credits, James Portnow, will talk about the lessons we can learn from games to make learning something everyone wants to do. This won’t be about how to make edutainment or how to build games for the classroom, but rather about the broader techniques, like pacing and interest curves, that entertainment industry utilizes, which can be applied to any topic and any classroom.
David Renton, Upper School Computer Science Teacher / Technology Integrator | Porter-Gaud School
Unity in the Classroom for Creating VR Sims and Edugames
The session will cover how Unity and C# can be used in the classroom to teach coding and digital design via the creation of games (including edugames) and Virtual Reality simulations. The presenter will share how he has used it in the past 2 years in the classroom and give examples of student work. He will also go over the hardware and software requirements, including how he has used the cheaper Mixed Reality headsets, from Microsoft partners such as HP and Lenovo, to develop for SteamVR, meaning the VR simulations will also run on HTC Vive. He will also have at least one Mixed Reality headset with him so that attendees can try out some of the student developed VR simulations at the end.
Patrick Riccards, Chief Strategy Officer | The Woodrow Wilson National Fellowship Foundation
Gaming the MBA: Transforming Business Ed through Games, Simulations
More and more institutions of higher education are looking at games, simulations, and virtual/assisted reality to improve teaching and learning in their programs, particularly as they look to grow enrollment numbers. Some universities are taking it a step further, using gaming as part of efforts to create new degree programs that are better aligned to learners’ interests and needs. This session will focus on how universities are using games to help create new MBA programs and other efforts to better prepare education leaders.
Marc Ruppel, Director, Digital Projects for the Public + Senior Program Officer | National Endowment for the Arts
Seeing the Future in Our Past: Game Design and Funding in the Humanities
This session will explore the role of the humanities– history, literature, philosophy, civics, jurisprudence– in the practice of designing serious games. While serious games have long and storied history (no pun intended) with engaging the humanities, recent humanities-based games such as Assassin’s Creed Origins, 1979 Revolution, Walden, a game, and others have opened up new possibilities for not only reasserting game-based learning in humanities contexts, but also re-evaluating the design paradigms through which these games are made.
This session will explore the process of designing games in the humanities, the challenges and affordances of doing so, and the possibilities for developing and producing humanities games through grant funding, including the National Endowment for the Humanities.
Alicia Sanchez, Games Czar | Defense Acquisition University
Designing Memorable Games
This session will inform on the use of human affordances and storytelling to make games more memorable. How human’s store and recall information is critical to ensuring that the information in serious games is consumed, remembered and transferrable. By leveraging our understanding of how memory creation and recall works; the ability to design games that will be authentic and relevant can be enhanced.
Stories and lessons learned are the central focal points of this presentation.
Erik Sand, Director of Strategic Relationships and
Dr. Thomas Carbone, Technical Director | both at UCF’s Florida Interactive Entertainment Academy (FIEA) and
Mike Eakins, Creative Lead | Mixed Emerging Technology Integration Lab (METIL) at UCF Institute for Simulation & Training
Finding Partners in Applied Research – A Case Study on Industry/Academic Collaboration
Sometimes financial, physical and content constraints on graduate programs force university researchers to be creative. This presentation talks about how FIEA faculty designed a class called GameLab to help expose students to Serious Games while simultaneously fostering lasting research and development partners outside traditional entertainment industry partners.
We will talk about how the development life cycle of a simple handheld game that teaches cleaning protocols for hospital janitors in the VA hospital network helped develop a template for how FIEA now finds and interacts with industry partners. It is a case study to show how a project can move from relationship to MVP to full-on build and deployment of a robust application in the context FIEA’s student centric curriculum. UCF’s Institute for Simulation and Training then finished the final product for delivery to the VA.
Tammie Schrader, Computer Science / Science Coordinator | Northeast Washington Education Service District 101
Game Based Learning – A Systems Change Approach
The audience will learn how we have expanded our game-based learning from our region of 59 school districts into a statewide movement around game-based learning. We will be discussing how we built our game-based learning experience from a classroom, to a district, to many districts and then build out capacity for a statewide movement around game-based learning.
Participants will glean ideas about how they can work in a systems change model to expand their reach and expand their footprint.
Peggy Sheehy, Teacher (Game Master) | EPIC Learners
EXCALIBUR: Creating a Story and Gaming Academy for Middle Schoolers – Hits and Misses
Wrapping up year two of the 8th grade elective, Excalibur, I will reflect on what went right, what went wrong, and what I plan to do next year.
Excalibur is an elective that aims to accomplish multiple educational and social goals — the primary being to provide students with a real-world experience and skillset that can transfer to any modern profession. Using the concept of forming a game-design company, and making all of the decisions necessary to have that company produce a successful game, students are able to identify and master a diverse selection of technical skills as well as public speaking, narrative creation, branding and marketing, sound effects and voice-overs, art from conception through animation, researching to insure authenticity, management, leadership and teamwork.
Dan Siegel, Course Director | Full Sail University
Fear the Cave! A Role-Playing Game about Self-Actualization
Attendees will take away a cool PDF and maybe a deeper understanding of their existence and place in the universe.
We will talk about the use of roleplaying and self-discovery to your learners by traveling through an illusionary cave with the goal of understanding ourselves better.
Scott Silsbe, Game Designer, Interactive Event Producer | Liveware Lab
WORKSHOP: Designing a Board Game to Model (and Teach) Political Crisis
A well-designed educational board game allows students to experience what it is like to make consequential decisions with limited resources and information, face-to-face with both rivals and allies. The learning objectives will challenge participants to create game concepts that do this.
Working through this challenge and comparing their results with those of other groups, attendees will better their understanding of games that don’t simply teach facts, but give students first-person perspectives of their topic.
Attendees will also learn:
- How to identify (and use) specific game mechanics, genres, and play styles either for enjoyment or for training, education, and simulation.
- How to judge the strengths and weaknesses of various game mechanics, genres, and play styles based on specific learning objectives.
They will also receive:
- Hands-on experience with paper-prototyping.
- A game prototype! Or at least a reasonably fleshed-out game concept, along with some initial feedback from other educators and designers.
- A long list of online resources for tabletop game design generally as well as serious game design for history and politics, including: discussion forums, blogs, YouTube channels, podcasts, sources of prototyping materials, and an annotated list of games to check out based on subject matter, mechanics, and play style.
Attendees will be presented with a fictional historical scenario involving political unrest and civil war in a small nation, as well as a set of learning objectives relating to the scenario.
In groups, participants will conceptualize their own tabletop game that models the scenario, intended to be played by high school students learning about the conflict and about civil unrest more generally.
Printed materials will provide background, a “history” of the conflict, and key information about those involved, including their goals, strengths, weaknesses, and relationships.
Ashley Simmons, MBA, Lean Sigma Black Belt | AdventHealth
INTERACTIVE DEMO: Participate in a Live Demo of Advent Health’s New Leadership Development Board Game
As part of AdventHealth’s strategy to introduce twenty key healthcare promises to its patients and communities, the company commissioned the creation of a high-energy, multi-player, team-based role playing game for all of its senior leaders. This game immersed groups of thirty people grouped into teams in a gaming environment that educated them on a selection of the promises. The players relied on dice rolls, solutions to puzzles, and competitive quizzes to move forward. Advancement required learning how to deliver care that embodied each of the promises to our communities. During the course of a single day at a retreat, over three hundred executives and leaders were exposed to the game and the messages it embodied.
Peter Smith, Assistant Professor | University of Central Florida and
Co-Presenter: Matt Dombrowski | UCF / Limbitless Solutions
Alternative Game Controls for Accessible Design
We will cover best practices lessons learned for:
- Interfacing with custom hardware both in general and with our controllers
- The importance of solid and easy to use calibration
- How EMG works and why it is useful for prosthetics and games
- Usability concerns in gameplay and out
- Game play preferences for arm flexing games
- One handed vs conventional controllers for users with limb difference
- The importance of being able to play a game with both limbs.
We will cover user data collected on usability of the controller; preferences for various game play styles; and training effectiveness. We will also include use cases for EMG Control for players with limb difference, including our participatory design process, our training philosophy and the positive impact on bionic kids.
This presentation will follow our journey developing games that utilize custom EMG controllers to train children to use their prosthetic arms. The arms are all designed and 3D printed at Limbitless Solutions in Orlando, Florida. Their designs are intended to empower through creativity. The individualized designs reflect the personality of the kids and provide them with a fully functioning multi-gestural prosthetic. These arms can be complicated to control, but we use gaming to make the training process enjoyable and strengthen the muscles by turning flexes into game input.
This presentation will cover how the Limbitless Games controller works, as well as the Microsoft Adaptive Controller and other accessibility controls.
Roger Smith, CTO | Advent Health Nicholson Center and
Garth Jensen, Director for Innovation, Carderock Division, NSWC, US Navy and
Andrew Gassen, CEO | Pivotal Software
Panel: How to Use Prototyping
Panel members will discuss how they have used prototyping for various applications and its value as a tool for training.
Roger Smith, CTO and
Danielle Julian, Research Scientist | both AdventHealth Nicholson Center
VR and Gaming Technology for Surgeon Education
Teaching a competent surgeon to become proficient with robotic surgical systems poses some significant challenges with the equipment and teaching modalities. This session will describe the blended learning techniques and technologies that have been used to create a rich learning experience for surgeons. The unique program includes the use of VR simulators, online virtual worlds, hands-on dry lab games, and challenging troubleshooting sessions. Attendees will see how the various technologies have been applied and understand the data collection and student assessment that is possible using computer games and simulations.
The session will include a video vignette of a surgical problem that occurs in the course. We will challenge the audience to find the solution. We will also bring a few robotic surgical instruments for attendees to pass around and examine.
Michelle Stearns, Simulation Program Director for Nursing & Allied Health Professions | Vermont Technical College
The Little Program that Could: Healthcare Simulation Program Development
This session will discuss one college’s simulation program development with limited resources. It will identify lessons learned while overcoming challenges to grow their healthcare simulation program. It started with what to do after people began using simulation for pre-licensure nursing students and has expanded to cover four healthcare programs at more than 6 geographical locations across a rural state. This small program has grown to deliver in-situ simulation services for healthcare organizations, participated in simulation research, and provides evidence-based simulations to enhance patient safety through healthcare education.
Carrie Straub, Exec. Director, Educational Programs & Research | Mursion
Using Experiential Reality to Develop Leaders
In this session you will learn:
- Why VR solves the three most compelling training problems—cost, consistency, and impact.
- How role-plays with virtual avatars can modify behavior and speed up the path to mastery.
- The latest research in VR models for learning used by industry leaders.
Jack Stubbs, Head, The Prototype Development Lab | UCF Institute for Simulation & Training (METIL)
3D Printing and Mixed Realities for Simulation and Training in Healthcare
The Prototype Development and 3D Print (PD3D) laboratory at the Institute for Simulation and Training at the University of Central Florida blends expertise in Design, 3D modeling, 3D printing, electronics, prototyping, and optical scanning to develop simulation and training technologies for use in Healthcare.
We will review some of our latest 3D Printed surgical planning models, augmented medical devices for education and training and digitally designed/3D printed Moulage for simulation.
Dr. Bron Stuckey, PhD Med BA, Warrior Princess | Innovative Educational Ideas
If Minecraft is the “Gateway Drug,” What Games follow?
If Minecraft is indeed a landmark product, then where can educators find the follow-on games that will continue building on the appetite created? For students (or teachers) not yet ready to step into Minecraft, what gameful products might effectively precede it?
This interactive lecture session will present data to demonstrate the growth of Minecraft Education Edition across the globe. Participants will have the opportunity to explore case studies of Minecraft’s educational use with a view to distilling and identifying some of its educational affordances. They will be presented with an interactive draft of a scope and sequence of gameful resources (sharing in some part Minecraft’s affordances). The session will then examine key examples of the games identified as prospective precursors or successors to Minecraft.
Participants will be able to download the static version of the scope and sequence for use back in school for curriculum planning, technology integration and teacher professional learning. They will also be able to propose additions, as crowd sourcing will be used to continue to evolve and ensure its ongoing relevance.
Thomas Talbot, MD MS FAAP, Principal Medical Expert | USC Institute for Creative Technologies
High Stakes Conversation Games: A How-To Guide for Simulations that Result in Emotionally Impactful, Learning Experiences
As gaming and simulations become more immersive due to improved realism and the advent of affordable virtual reality and ubiquitous AI, the need to naturally engage in conversational interactions with virtual human characters is the next new challenge. Verbal interactions can either be thin and informational or simple and command like in nature. If exploited properly, they can also become a rich new gamescape for players.
Dr. Talbot, a physician and expert in virtual human technology in the medical domain, introduces a variety of compelling scenarios and shares how challenging conversations can have compelling gameplay and result in deep, emotionally impactful learning experiences.
Bradley Tanner, President | Clinical Tools, Inc. & Studio Head, HealthImpact.studio Division
Immersive VR Headset to Understand Brain Activity
Immersive headset-based Virtual Reality as seen in the Oculus Rift and the Oculus Go offers a profound advantage compared to standard 2D-delivered training. As an example, our VR Brain Exploration project is creating a virtual brain patients traverse in an immersive virtual reality headset to improve understanding of brain mechanisms, confidence, and interest in learning more about the relationship of brain functioning. It offers:
- Understanding of brain mechanisms, especially reward-related circuitry and frontal lobe function.
- Interest in further expanding knowledge of brain anatomy, brain functioning, neurochemistry, and addiction.
- Recognition of the relationship between brain functioning to behaviors, especially addictive behaviors and mental illness.
- Confidence in the ability to understand brain functioning and correlate brain functioning with behavior and medical conditions.
The talk discusses the potential of VR for understanding complicated 3D structures. Immersive headset-based Virtual Reality can help patients understand the true mechanisms behind their suffering and that impact risks to their health. In VR they visualize the intended impact of treatment modalities and take control over outside parameters, such lifestyle choices, and exposures. Users can apply virtual success to real-world challenges, where they can further build confidence and patterns of success.
Priya Thiagarajan, VP – Sims, Serious Games & Emerging Technologies and
Priyam Chatterjee, VP – Design| both MPS Interactive Systems, India
WORKSHOP: From Competition to Collaboration – Designing Collaborative Multiplayer Serious Games
This is a hands-on session, so the takeaways will be at a deeper, affective level. We expect the participants to gain:
- A deeper understanding of what, why and how of designing multiplayer games for learning/education.
- An appreciation of the science and art of game design (For e.g.: Octalysis framework by Yu Kai Chow).
- An exposure to different ideas and approaches to the same problem.
The interactive session will have three sections.
- Introduction and context setting: A 20-min session that will include an ice breaker and an overview of underpinning concepts
- Group design activity: This will be a 40-min group activity, in which the audience will be divided into groups and will be asked to design a multi-player game for a given topic. (When we conducted this session in India at the India Game Developers’ Conference, they participants developed ideas for educating general/rural populace on cleanliness). This will be a pen-on-paper activity, but devices/software tools could be used if available. Facilitators will work with the participants in brainstorming and guidance.
- Presentation and discussion: This will be a 30-minute session in which individual teams will present their ideas and the group can react. The facilitator will also lead a conversation to summarize thoughts, insights and “aha!” moments.
Gregg Toppo, Author / Journalist and President | Education Writers Association
Playful Learning Without Games
What can educators do to understand games and make school a more rigorous, vital and enjoyable place? Building on decades of research, this session looks at the seven essential nutrients that games provide:
Understanding these “seven F’s” can help teachers make their classrooms more successful places, even if they don’t like video games or are uncomfortable bringing them into the classroom. We’ll explore the possibilities and come up with doable, practical solutions.
Eleazar Vasquez, Director & Assoc Prof | Toni Jennings Institute, UCF and
Matthew Marino, James Gaiser, Christine Wright | all University of Central Florida
Using the Universal Design for Learning Framework with Video Games
Attendees will see through our experiences the power of the UDL frame work along with some practical ways of using it in their future projects. We will talk about the challenges we faced when developing for children between the ages of 5 – 8 in a game design sense and how we made it work by conducting playtests and research studies. We will share that insight with the other attendees. We will also speak about how we think the lesions we learned from the children could be transferred to K12, higher education, professional training, and beyond.
AJ Webster and Christy Durham, co-founders | Sycamore School / Catalyst Learning
WORKSHOP: Hub Skin It, Mod It: Students Altering Games to Learn
Attendees will learn to think about commercial, off-the-shelf games as curricular tools. They will learn how to guide students to “skin” or “mod” a game to explore content (e.g. earth science, Hamlet) while deepening their critical- and systems- thinking.
We will play a commercial, off-the-shelf game, Fluxx.When participants are familiar with the game’s mechanics, they will create modified versions of the game for their area of interest.
Mitch Weisburgh, Partner | Academic Business Advisors and
Scott Brewster, Co-Founder & CTO | Triad Interactive Media / Hats & Ladders
DOUBLE SESSION: OODA OODA! How Rapid Iteration Can Help Level Up Your Gaming Business
We are all involved in lots of complicated and complex situations. We deal with students and learning. We write, adapt, and use games for learning. We may be running businesses.
One thing that all of these have in common is that we can’t just come up with a plan, execute and expect things to just work smoothly. Unexpected things happen, it’s often impossible to anticipate all possible situations, people react in unanticipated ways, there is often information we just don’t or can’t know in advance, the people we are working with have hidden agendas. Allies, antagonists, and resources shift and change. And so on.
So, what are we supposed to do?
We are going to explore a framework for managing solutions during periods of dynamic change. The OODA Loop Framework was developed by air force colonel John Boyd based on precepts developed by Sun Tzu, Napoleon, Heisenberg, Kyng, Einstein, Gödel, and others, and has been used by military, political, and business leaders around the world. You’ll learn to prepare for the unexpected, observe and react to actions and results, and pull together and manage a team despite adversity.
Gregory Welch, Prof. & AdventHealth Endowed Chair in Simulation and
Prof. Laura Gonzalez, Prof. Juan Cendan, Prof. Mindi Anderson | all University of Central Florida
Simulating Patients for Healthcare Training: Appearance, Shape, Influence, and Awareness
This panel will provide an introduction and discussion about the medical needs and alternate approaches for simulating patients when engaging in the training of healthcare practitioners, e.g., nurses and physicians. Examples approaches will include using real humans (standardized patients), physical “mannequins” with varying degrees of robotic actuation and sensing, computer graphics-based virtual humans, and a novel approach to what we call physical-virtual humans. Among other things we will discuss the appearance, physical shape, environmental influence, and apparent awareness of each, along with the implications on healthcare training.
Tim Welch, Instructional Lead, Modern Learning Strategies and Erin Baker | Naval Air Warfare Center Training Systems Division (NAWCTSD)
Augmented Reality Immersive Assessment Models for a Total Learning Architecture
Utilizing new technologies, such as augmented realities, present unique challenges and bountiful opportunities to US military training environments. This session will walk through some of those unique challenges, discuss how the US Navy is working to overcome them, and further build a total learning architecture for the 21st century warfighter training experience. For the Navy, assessment means mission readiness measures. Mixed reality environments can provide a better gauge of individual and team readiness levels. We will discuss how we tackle these assessments with competency models and data standards. Past and present efforts will be discussed as use cases to illustrate the Navy’s embrace of mixed reality training.
Technologies and concepts discussed will be virtual and augmented reality, game engine-based development, xAPI, and competency-based assessment. Augmented reality demos and crowdsourced questions will part of the interactive presentation.
Jon Wetzel, Senior Member, Technical Staff and
Kiran Lakkaraju, PhD| both Sandia National Laboratories
Project on Nuclear Gaming: Experimental Gaming and Public Policy
Serious games (SG) and virtual simulations (VS) are digital training methods that have emerged during the last decade in healthcare education. Both training methods involve immersive visual presentations and high levels of interactivity. However, components that distinguish SG from VS are not clearly defined. In fact, a recent systematic review showed that most SG were based on theoretical underpinnings from the VS literature, while only 10% of SG were based on gaming theories. To identify characteristic components of SG in healthcare education, we reviewed definitions and conceptual models of SG from the gaming literature. We identified characteristic components of SG and processes by which they are expected to induce learning. This presentation will summarize the results from this review and clarify theoretical underpinnings of SG. This presentation will provide guidance and practical advice to SG developers, and conceptual clarity for both educators and researchers interested in teaching with SGs.
Raheel Yawar, Game Programmer | Flying Sheep Studios, Germany
In-game Content Generation using Machine Learning
Adapting gameplay difficulty and content based on player profiles is vital for better retention. The Free-to-play Dreamwork’s TrollhuntersRPG is taken as an example for an in-depth look at how Machine Learning algorithms can be employed to discover player profiles and present profile relevant content. The discussion includes implementation details on how these methods can be crafted and adapted for other game genres or use cases and how they can positively impact player retention.
Primarily the talk deals with a special breed of Machine Learning methods called Recommender Systems that can be used to take the load off the designers and learn from players about their skill level and preferences and use that information to tailor in-game content.
David Paul Zimmerman, COO | Renton Prep
Navigating the Challenges to Adopting A Vision for EdTech
Over a decade ago, we decided to go 1:1 and set a course to continually renew and invent our technology plan. What started with a computer lab turned into 1:1 in one classroom, expanding to Pre-K through high school. We wouldn’t stop there. The mission remains, but to stay relevant, we must continually reinvent our vision and the action we take to make it a reality. Hear the challenges, successes, setbacks, and what it took for us to take action with no funding sources or grants to support tech implementation to become a Microsoft Showcase School and then be selected to join only 16 other schools from around the world as the first K-12 U.S. Microsoft Flagship School participant. Focused on global research, global feedback, and now using Mixed Reality, Virtual Reality and preparing for a world moving toward Artificial Intelligence.